Older generations had to struggle and strive for a better life, so had to make choices, some difficult and do things you didn’t like but had to. For example, your first job might be a real pig, low paid, but you did it because it was ‘a start’ while you gained experience and found something better. In those times there was no welfare and you were expected to work, not ponce off your parents… well, they wouldn’t let you nor could they afford to anyway. Nowadays, nobody must struggle or strive, or do a job they don’t like the State will provide or your nice middle class parents will.
I think you also describe critical analysis and this has to be taught - not as a subject per se but children early on have to learn to think about things, get more information, ask questions, make comparisons, comprehend and interpret what they see/hear. When I learnt English, essay writing was called ‘comprehension’, where we were given a poem, passage from a play, newspaper article or a picture and we had to write an essay about it. What the meaning was, the nuances or if pictorial what we thought was happening in the scene both from what we saw and could imagine. I recall we would be given the first line of a poem, then had to write a story based on that. As I understand it, that kind of teaching went out of fashion in the 1970s. Children no longer need to use their imagination, all they need to know and think is told them - don’t question, don’t dissent. Be obedient to the one source of ‘truth’. You can see how a ‘Disinformation Governance Board’ will fit right in with today’s generation.
Older generations had to struggle and strive for a better life, so had to make choices, some difficult and do things you didn’t like but had to. For example, your first job might be a real pig, low paid, but you did it because it was ‘a start’ while you gained experience and found something better. In those times there was no welfare and you were expected to work, not ponce off your parents… well, they wouldn’t let you nor could they afford to anyway. Nowadays, nobody must struggle or strive, or do a job they don’t like the State will provide or your nice middle class parents will.
I think you also describe critical analysis and this has to be taught - not as a subject per se but children early on have to learn to think about things, get more information, ask questions, make comparisons, comprehend and interpret what they see/hear. When I learnt English, essay writing was called ‘comprehension’, where we were given a poem, passage from a play, newspaper article or a picture and we had to write an essay about it. What the meaning was, the nuances or if pictorial what we thought was happening in the scene both from what we saw and could imagine. I recall we would be given the first line of a poem, then had to write a story based on that. As I understand it, that kind of teaching went out of fashion in the 1970s. Children no longer need to use their imagination, all they need to know and think is told them - don’t question, don’t dissent. Be obedient to the one source of ‘truth’. You can see how a ‘Disinformation Governance Board’ will fit right in with today’s generation.